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数学 高校生

72、73ともに解説を見ても、よく理解できませんでした…💦 どなたか解説をお願いします!

124 重要例題 72 条件つきの最大・最小 (1) x≧0, y≦0,x-2y=3 のとき, x2+y2 の最大値および最小値を求めよ。 ③ 基本60 重要 104 HART [SOLUTION 条件の式 文字を減らす方針でいく 変域にも注意 一見, 2変数x,yの最小問題であるが,条件の式を変形すると x=2y+3 これを x2+y2に代入すると x2+y²=(2y+3)2+y2 となる。 これはyの2次式であるから, 基本形に変形すると最大値と最小値を求められる。 ここで, 消去する文字の条件 (x≧0) を 残す文字 (y) の条件におき換えておくように。 解答 x-2y=3から x=2y+3 ..・・・・ ① x≧0であるから 2y+320 y≤0 との共通範囲は -sy≤0 ...... 2 ① また x2+y²=(2y+3)2+y2 =5y²+12y+9 ② において, ③は =6{(x+1)-(1/4)}+9 = 5(y + 5)² + ³/ y=0 で最大値 9. 6 9 y=-1 で最小値号/ 5 をとる。 ① から y=0 のとき y= のとき したがって, x=3, y = 0) x=¾/²³. よって y2-2 y= 6 5 (3) x=3 x=2(一号) +3=1号/ で最大値 9, 9 で最小値 x2+yin 最大19 最小 をとる。 0 y <消去する文字の条件 (x≧0) を 残す文字 条件 (-2)におき 換えておく。 ① x を消去する。 消去する文字は係数が 1-1のものを選ぶ とよい。 基本形に変形。 infy を消去する場合は x = -1/(x- から x² + y² = x² + (x-3) ² (x-3) (0≤x≤3) となる。 inf. 設問で要求されてい なくても、最大値・最小値 を与えるx,yの値は示し ておくようにしよう。 PRACTICE 72⁰ (1) x+2y=3 のとき, x2+2y2 の最小値を求めよ。 (2) 2x+y=10 (1≦x≦5) のとき, xy の最大値および最小値を求めよ。 〔(2) 常葉学園大] 重要 例題 73 2変数関数の最大・最小 x,yを実数とするとき, x2-4xy+7y²-4y+3 の最小値を求め, そのときの x, yの値を求めよ。 基本 59 CHART & SOLUTION 前の例題のようなxとyの間の関係式(条件式という)がないから,この例題のxとyは互 いに関係なくすべての実数値をとる変数である。 難しく考えず,まず,yを定数と考えて, 式をxの2次関数とみる。 そして 基本形 a(x-p)^+α に変形する。 そして, 更に残った定数項」(yの2次式) も 基本形 b(y-r)'+s に変形する。 ここで、 次の関係を利用する。 実数X, Yについて X'≧0, Y'≧0であるから, 解答 aX+by^+k (a>0, b>0, kは定数)は X = Y = 0 で最小値々をとる。 x 2-4xy+7y"-4y+3 ={(x-2y)-(2y)"}+7y²-4y+3 =(x-2y)'+3y²4y+3 =(x-2y)*+3((号)-(金)+3 =(x-2y)² + 3(y - 3)² +5 x, y は実数であるから (x-2y)¹20, (y-20 したがって, x-2y=0, y- = 0 すなわち x=1/43, y=1/23 で最小値01/23 をとる。 (実数) ≧0 a(x+ey+d)+b(y+e)2+k yを定数と考え, xにつ いて平方完成。 inf x を定数と考えて 平方完成すると次のように なるが、 結果は同じ。 7y²-4(x+1)y+x+3 =7{y_2(x+1) 1² - 4(x+¹)²+x²+3 =1/(7y-2(x+1)}2 POINT 2変数x,yの関数の最小値 α(x,yの式)+b(yの式)+k a,b,c,d,e, k を定数として (a>0, b>0) と変形できるなら, x+ey+d=0,y+e=0 で最小値をとる。 P RACTICE 73° x,yを実数とする。 6x2 +6xy+3y²-6x-4y+3 の最小値とそのときのx,yの値を 求めよ。 [類 北星学園大 ] 125 3章 8 2次関数の最大・最小と決定

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数学 高校生

すみません初歩的な質問です🙇🏻‍♀️ (3)のグラフはy=x²+xのだと思うんですけどy=x²のグラフは分かるんですけど+xされた式のグラフの書き方が分からなくなってしまって...なぜこういうグラフになるもかわかりません。。教えてください🙇‍♀️

+P2 a 23軌 Ex 跡 xample 23 ***** a _1 点A(-1, 0) を通り、傾きがαの直線をl とする。放物線y= は異なる2点PQで交わっている。 焼きαの値の範囲を求めよ。 (2) 線分PQの中点の座標をαを用いて表せ。 (3) Rの軌跡をxy平面にかけ。 (1) l の方程式は y=a(x+1) 生が、12/23x=4(x+1) すなわち x2-2ax-2a=0 ① の判別式Dについて D>0 192k²= P²=a²+2a>0 よって a<-2,0 <a 答 4 P(p,a(n+1)),Q(g, a(g+1)) とすると,Rの座標は (p+a, a(p+a+1)) bgは①の2つの実数解であるから、解と係数の関係に より p+g=2a よって (3) R(x,y) とすると R(a, a²+a) kk x=a, y=a²+a α を消去すると y=x2+x ここで, (1) から x<-2,0<x よって, 点Rの軌跡は右の図のよ うになる。答 p+s YA -x2と直線l O [11 龍谷大 key異なる2点で交わ る P+35348 1 x 判別式 D>0 key 解と係数の関係を 用いて, R の座標をαで 表す。 1 key a を消去して軌跡 の方程式を求める。 Support (1) で求めた。 の範囲に注意する。 PATR Practice 23 ***** 直線l:y=k(x+1) および放物線 C:y=x² について次の問いに答えよ。

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英語 中学生

すべてわかりません…教えてください!

Unit 4 長文問題 もしも時間を戻せたら? 1 ) able to change the past? If you Do you ever wish you (1) had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. (3) 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 Targ ①関係 2157 (4) A very common answer he found was, “If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. ) hurt their 5 Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "(7)I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. tu P e g n t

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英語 高校生

教えてくださる方お願いします!!至急です!! 長文が苦手で教えてください

26 Unit 4 長文問題 もしも時間を戻せたら? 1 Do you ever wish you ( ) able to change the past? If you had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 A very common answer he found was, "If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) ) hurt their friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 5 Another common answer was about pets. If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 66 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. Target ①関係代名詞 ②仮定法・間接疑問文 turn back (時計を) 巻き戻す pleasantly 心地よく expected to 〜するだろうと思う good majority , t take back 取り消す apparently どうやら~らしい close to 〜近く be nice to 〜にやさしい concern for 問1 (1) ( 〜への気遣い配慮 Pag 2 junk food ジャンクフード 問3 い。 ( 問 問 (4) (6) 1

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